978-0073403267 Chapter 3 Answers to Textbook Assignments

Unlock access to all the studying documents.

View Full Document

Module 03 – Communicating across Cultures

Part 2: Answers to Textbook Assignments

Questions for Comprehension

3.1 What sources create diversity in the workplace? (LO 3-1 to LO 3-4)

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-1

Module 03 – Communicating across Cultures

3.2 What is intercultural competence? (LO 3-1 to LO 3-4)

As the term suggests, intercultural competence is being able to work well with people of

3.3 What four methods make a sentence nonsexist? (LO 3-6)

3.4 What other cultures are you most likely to work with? How could you learn about

those cultures? (LO 3-1 to LO 3-4)

Students’ answers will vary. Look for threads of explanation that use terms and concepts from

3.5 You can’t possibly learn what every symbol means in every culture. How can you avoid

offending the people you work with? (LO 3-1 to LO 3-5)

3.6 Suppose that you have an audience that is sexist, racist, or prejudiced in some other

way. To what extent, if any, should you adapt to this aspect of your audience? (LO 3-6)

Writers must walk a fine line between meeting the needs of an audience and supporting ideas or

values that are in conflict with their own or society’s. In answering this question, students should

carefully consider each of the PAIBOC questions and think about ethics. The purpose of this

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-2

Module 03 – Communicating across Cultures

3.7 It’s sexist to always put the male pronoun first in pronoun pairs (e.g., he/she rather

than she/he or s/he). Why do authors of this book recommend that method? Which

method do you prefer? (LO 3-6)

Of course, students may answer this question in any number of ways and should give appropriate

detail. Before students answer, challenge them to think beyond simple personal preference. Ask

them to consider what the implications are of their choices, and what effects these choices may

3.8 Planning an International Trip (LO 3-1 to LO 3-3)

Students’ answers will vary. Students should research the culture of the country they intend to

visit, including basic customs, helpful phrases, important laws, local holidays that will occur

during their visits, and any dietary considerations that may be important. They should also

3.9 Sending a Draft to South Korea (LO 3-1 to LO 3-3)

Students’ answers will vary. Prior to writing the e-mail message, the student should thoroughly

review the information about international communication in this module. In addition, students

may wish to complete outside research, including visiting Web pages about South Korean culture

3.10 Requesting Information about a Country (LO 3-1 to LO 3-3)

Students’ answers will vary. Questions should be detailed and specific—not “Tell me about

Brazil.” When interviewing someone from another country or culture, students should be

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-3

Module 03 – Communicating across Cultures

3.11 Creating a Web Page (LO 3-1 to LO 3-3, LO 3-5)

Students’ answers will vary. Of course, it’s not required that students actually program a Web

page in HTML, though those who are skilled at doing so may want to. For those not versed in

HTML, or if your classroom is not computer equipped, ask students to do option c. Student

3.12 Identifying Sources of Miscommunication (LO 3-1 to LO 3-4)

Students’ answers will vary. As the questions involve specific cultures, students may want to do

research beyond reading this module. For any answer, students should use specifics—not

3.13 Advising a Hasty Subordinate (LO 3-4, LO 3-5)

Students’ answers will vary. A good answer will not only advise the subordinate to apologize,

but also point out that (1) regional humor, like sexist, racist, or ethnic humor, has no place in a

3.14 Responding to a Complaint (LO 3-4 to LO 3-6)

Students’ answers will vary. A good answer will take the issue seriously. The memo to the staff

should note that biased language makes people feel unwanted and unappreciated—hardly the

3.15 Answering an Inquiry about Photos (LO 3-5)

This problem requires students to think about issues of diversity and balance. It raises questions

such as whether a company that is not diverse is misrepresenting itself, if, in its publications, its

A good solution will include points like the following:

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-4

Module 03 – Communicating across Cultures

Replacing the chart with a photo is not a good idea. The newsletter has several purposes, and

information about orders, sales, and profits is important to share.

You-attitude is important. So if someone in a wheelchair wants a photo that doesn’t show the

Having every single issue “represent the diversity of employees” is not a necessary goal. Rather,

issues over several months should portray diversity.

In organizations where the “important people” are heavily male and white, the newsletter editor

needs to seek out diversity: picturing the people who make a product that’s being introduced, the

At least once a quarter (every three issues, for a monthly newsletter), the editor should try to

The reason to picture diversity is not to be “politically correct.” Rather, organizational reasons to

picture diversity include making all employees feel valued and part of the team, reminding

3.16 Revising Sexist Job Titles (LO 3-6)

barmaid bartender

chairwoman chair

deliveryman delivery person

female soldier soldier

fireman firefighter

lady lawyer lawyer

lunch lady lunch worker

male model model

ombudsman ombud

policeman police officer

postman postal worker (or mail carrier)

stuntman stunt person

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-5

Module 03 – Communicating across Cultures

3.17 Eliminating Biased Language (LO 3-6)

1. While he is a victim of muscular dystrophy, Salvatore is one of our top salesmen.

This sentence makes it sound like the writer is surprised Salvatore is capable of anything, putting

Revision: Salvatore is one of our top salespeople.

2. Make sure the young men you hire are married because we are looking for wholesome,

responsible employees.

Revision: We seek wholesome, responsible employees.

3. Though she was born and raised in the south, Terri is surprisingly open-minded about people

of different races.

Revision: Omit the sentence if it is not important. If there is a point to be made about Terri’s

4. We’ll be showing a video at the conference, but Salvatore, who is blind, probably will have

little interest in it.

Salvatore, who may already have to deal with biases concerning muscular dystrophy, is faced

Revision: Omit the sentence if it is not important. If there is a point to be made about

accommodating a request by Salvatore, a revision could be

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-6

Module 03 – Communicating across Cultures

5. Sam Madigan

Ark Industries

Revision: Dear Sam Madigan:

6. While she was probably admitted because she is a woman and a minority, Kendra nonetheless

graduated at the top of her engineering class that year.

Revision: Kendra graduated at the top of her engineering class that year.

7. Though Xian doesn’t look like he was born in this country, he speaks English better than

anyone I know.

The bias that someone looks less like he or she “was born in this country” than someone else is

Revision: Omit the sentence. If there is a point to be made about Xian’s language skills, a

8. We want to provide a quiet space for religious members of the community to reflect, but Jews

and Muslims can use the space, too.

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-7

Module 03 – Communicating across Cultures

9. Make sure you seat the entire team, including the minorities, Atik, Curtis, and Brianna, at the

center table during this year’s “Celebration of Diversity” dinner.

Revision: Make sure you seat the entire team at the center table during this year’s “Celebration

of Diversity” dinner.

10. You certainly can’t go wrong with Joanne—the old girl has more enthusiasm than employees

half her age.

Polishing Your Prose: Using Idioms (Odd-numbered answers are in the back of the

textbook.)

Several answers are possible—here are likely ones.

2. Close out the books = To signify that a matter concerning someone or something is finished.

4. Take stock of the situation = To assess a situation.

in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3-8